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Frequently Asked Questions: Neurodiversity Assessments

for trainers

Overview

I want to request a neurodiversity assessment for a postgraduate doctor or dentist in training (PGDiT), how do I do this?

A request for a neurodiversity assessment is made using our online request form. Please note that the request can only be submitted by a Training Programme Director. 

A request must only be submitted where the PGDiT is aware of, and has consented to, the referral.

We recommend the form is completed with the PGDiT, particularly as it asks for contact details to facilitate the organisation of the assessment. 

The full process for requesting a neurodiversity assessment is outlined in our Guidance on Neurodiversity Support in Yorkshire and Humber. 

I'm not sure whether to request a neurodiversity assessment for a PGDiT, what should I do?

The need to request an NHSE Y&H WTE funded neurodiversity assessment should be driven by a need to support the PGDiT's progression through training. A request for an assessment should only be considered if a PGDiT is not meeting their curriculum requirements or progressing with training in the expected manner. 

If a PGDiT is progressing well and meeting their role's requirements, they would not meet the criteria for a fundded assessment. 

A neurodiversity assessment should be considered for all PGDiTs that have received two consecutive Outcome 3s at ARCP, or two unsuccessful attempts at the same examination. However, there will be situations where these standard criteria have not been met but there is concern that neurodiversity is impacting training progression. We welcome requests in this scenario. If there is uncertainty about whether a referral for a neurodiversity assessment is appropriate, the request will be reviewed by the Associate Dean for Neurodiversity Educator Support, who may meet with the Training Programme Director to further discuss the individual situation. 

I think a PGDiT might be neurodivergent, how do I discuss this with them? 

In general, we would encourage you to have an open and honest conversation with the PGDiT. It may well be that they have themselves considered they may be neurodivergent, but have been unsure how to bring this up. They may, in fact, already have a diagnosis they have not previously declared. 

Suggestions for phrases that might help to start a conversation include:

  • “There are some new guidelines that suggest we refer all trainees who have failed an exam twice for a neurodiversity assessment. How would you feel about being referred?”
  • “I notice that you have received some negative feedback from your colleagues/have struggled with a specific task [be specific about the concern]. Sometimes neurodivergent doctors struggle with this particularly. Is neurodiversity something that you’ve ever considered?”
  • “I recently attended a neurodiversity education session, and we were encouraged to talk about neurodiversity much more. Is it something that you’ve thought about before?”

Of course, conversations about neurodiversity are much easier when you are speaking to a trainee who you have a good working relationship with, and where trust and mutual respect are already established. Given everyone likes to learn and work differently, we encourage discussions about this at an early stage in training and/or a new supervisory relationship. Asking questions like "how do you learn best?", "how do you like to receive feedback?", and "are there any adjustments that would be helpful in the workplace?" early on in training can be very helpful in the long-term. 

How can I support a PGDiT who is neurodivergent?

When a PGDiT has completed a neurodiversity assessment, they will be sent a copy of the outcome report. We encourage them to share a copy of the report with their educators and we suggest it would be helpful to arrange a meeting to discuss the report together. This meeting should identify what support will likely be helpful so that an individualised plan can be agreed. 

It may be that you can then help them to identify adaptations that are helpful in the workplace. For example, if the noise/lights/smells are overwhelming on the ward, is there somewhere that they can go for 10 minutes of quiet after a ward round or between patients? If organisation/prioritisation is challenging, could you look at a system that will help them work more effectively? Is it possible to break tasks down so that they seem more achievable? Or can you add in artificial deadlines for PGDiTs who work better when there is a deadline? Sometimes it is difficult to identify a suitable adjustment to a task, and it might be that acknowledging the challenge with empathy and understanding is as much as you are able to offer. Do not underestimate the power that offering a neuroaffirmative approach can have on an individual.

How can PGDiTs access support?

There are many sources of support that PGDiTs can access, and what they need will vary depending upon their individual situation. It may be they fact specific challenges in the workplace and occupational health input would be helpful to identify reasonable adjustments. Equally, they may wish to consider an application to Access to Work to fund neurodiversity coaching, technological solutions and/or equipment. Guidance on potential reasonable adjustments that could be applied, and information about Access to Work, can be found on our website. 

The PGDiT may also wish to consider accessing our eLearning package, Neurodiversity and Me, which has been developed specifically for PGDiTs who are neurodivergent. This course provides support in leveraging strengths to address areas of challenge so that PGDiTs can be at their best more of the time, both clinically and educationally. 

You or the PGDiT may also wish to consider submitting a Professional Support referral, for the PGDiT to meet with a member of the team that can provide tailored recommendations, such as for technological tools and programmes that can be used to increase accessibility, productivity and organisation. 

One of my PGDiTs thinks they may be neurodivergent, but it isn't affecting their training. How can I support them?

Many of the options of support available to PGDiTs do not require a formal diagnosis for a PGDiT to be eligible to avccess them. 

PGDiTs can, for example, apply to Access to Work without a diagnosis; utilise the Neurodiversity and Me module on the Professional Support website; and self-refer to Professional Support for practical advice and recommendations. 

Some PGDiTs may also benefit from accessing the Yorkshire and Humber Coaching programme. Whilst not experts in neurodiversity coaching, some of our coaches have a special interest in neurodiversity. If a PGDiT wishes to seek support from one of those coaches, they can follow the guidance on our website to create a MentorNet account. They can choose their own coach by viewing individual coach profiles and will be able to see who has neurodiversity listed as an area they can support. Finally, some of the NHSE Y&H WTE Professional Skills courses may be beneficial, particularly the Advanced Communication Skills course. 

One of my PGDiTs is neurodivergent, can they access coaching support?

Neurodiversity coaching is best accessed through Access to Work, if the PGDiT is eligible to apply. 

If they are not eligible, or there is an immediate need for support, NHSE Y&H WTE may be able to provide financial support for neurodiversity coaching. In these circumanstances, a maximum of 4 x 2-hour coaching sessions can be funded. Requests for coaching on this basis can be made via email to the Professional Support Team. These requests should be submitted by a Training Programme Director only, and should include a statement as to why the coaching is being requested (i.e. the urgency for support or the reason the PGDiT is ineligible for Access to Work funding). 

How can I get advice on supporting neurodivergent PGDiTs?

If you have any queries that are not answered in our guidance document, or by the Professional Support website, the Associate Dean for Neurodiversity Educator Support may be able to provide you with additional support and advice. The Associate Dean can be contacted through the Professional Support Team. 

How can I learn more about neurodiversity?

Information about the eLearning trainers can access, and how to enroll, is available on the Professional Support Website. 

We also regularly deliver neurodiversity educational courses via the NHSE Y&H WTE Faculty Development Programme. 

We are continuing to develop the educational and informative resources available on our website, and would encourage you to check it regularly.

 

 

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